Syftet med denna studie är att förklara och förstå hur lärare tänker kring med stort rörelsebehov i skolan och hur de tänker kring sitt agerande. Upplevs elevernas beteende som störande av lärarna? Vi har även försökt få förståelse om vad lärarna anser kan bidra till detta beteende hos eleverna, både i och utanför skolan. I första delen har vi tagit upp vad litteraturen säger om detta ämne och närliggande områden. I andra delen av vår bakgrund har vi behandlat lärarens roll, för att sedan lyfta fram betydelsen av skolmiljön. Metoden som använts vid studien är en kvalitativ metod med hermeneutisk inriktning. Vi har intervjuat fem lärare om deras tankar och erfarenheter kring elever med ett stort rörelsebehov. Lärarna i studien har vid ett flertal tillfällen tagit emot en klass där det förekommer en eller flera elever med ett större rörelsebehov än klasskamraterna. De har under sin yrkesverksamma tid arbetat fram olika arbetssätt för att hjälpa och stötta eleverna med stort rörelsebehov. I diskussionen framkom att lärarens elevsyn och förmåga att individanpassa är betydelsefull för bemötandet av elever med ett stort rörelsebehov. / In this study we have chosen to look at teachers attitude towards pupils with a great need of movement. Are those pupils with extra needs experienced as inconvenient by the teachers? Our aim was also to learn more about teachers views on some of the triggers which causes this behavior among children in school environments and other surroundings. The first part of the study contains previous research in this and similar topics. The second part concerns the teachers role and professionalism and the importance of the school environment. The method that was used in this study was a qualitative method with a hermeneutic aim. We interviewed five teachers about their experiences with pupils with a great need of movement. The teachers that participated in the study have experienced teaching those pupils which have a greater need of movement than their classmates at several occassions. During their career the teachers have found several different strategies to help and support these pupils. In the discussion of this study we discovered the importance of the teachers ability to approach and individualize teaching situations towards the pupils who have great needs of movement.

This thesis investigates the acquisition of the copula be in present Simple Tense in English by native speakers of Russian. The aim of the study is to determine whether or not Russian students with different levels of English proficiency encounter any problems while using the copula be in Present Simple Tense in English. The study also identifies the domains related to the use of the copula be that appear to be most problematic for native speakers of Russian. To carry out the current research two diagnostic tests measuring receptive and productive skills related to the use of the copula be in Present Simple Tense in English were developed. The data were collected from three groups of Russian students who were in the first, fourth and eighth years of learning English. The data in each of the domains related to the use of the copula be in Present Simple Tense in English were classified under four main categories: (i) correct use, (ii) omission, (iii) misinformation, (iv) addition. Both, quantitative and qualitative analyses were used in the study. The results of the study indicated that all the native speakers of Russian who participated in the study had difficulties with the acquisition of the copula be in Present Simple Tense in English. The findings of the study revealed that along with the developmental mistakes/errors (i.e., omissions of the copula be and misuse of the forms of the copula be), which seem to disappear with the lasting exposure to English, there are other mistakes/errors in the performance of the native speakers of Russian which are persistent. Negative transfer at the morphological level and incomplete understanding and application of the rule are suggested as the underlying reasons for the persistent mistakes/errors made by the Russian learners.

<p>Syftet med denna studie är att förklara och förstå hur lärare tänker kring med stort rörelsebehov i skolan och hur de tänker kring sitt agerande. Upplevs elevernas beteende som störande av lärarna? Vi har även försökt få förståelse om vad lärarna anser kan bidra till detta beteende hos eleverna, både i och utanför skolan. I första delen har vi tagit upp vad litteraturen säger om detta ämne och närliggande områden. I andra delen av vår bakgrund har vi behandlat lärarens roll, för att sedan lyfta fram betydelsen av skolmiljön. Metoden som använts vid studien är en kvalitativ metod med hermeneutisk inriktning. Vi har intervjuat fem lärare om deras tankar och erfarenheter kring elever med ett stort rörelsebehov. Lärarna i studien har vid ett flertal tillfällen tagit emot en klass där det förekommer en eller flera elever med ett större rörelsebehov än klasskamraterna. De har under sin yrkesverksamma tid arbetat fram olika arbetssätt för att hjälpa och stötta eleverna med stort rörelsebehov. I diskussionen framkom att lärarens elevsyn och förmåga att individanpassa är betydelsefull för bemötandet av elever med ett stort rörelsebehov.</p> / <p>In this study we have chosen to look at teachers attitude towards pupils with a great need of movement. Are those pupils with extra needs experienced as inconvenient by the teachers? Our aim was also to learn more about teachers views on some of the triggers which causes this behavior among children in school environments and other surroundings. The first part of the study contains previous research in this and similar topics. The second part concerns the teachers role and professionalism and the importance of the school environment. The method that was used in this study was a qualitative method with a hermeneutic aim. We interviewed five teachers about their experiences with pupils with a great need of movement. The teachers that participated in the study have experienced teaching those pupils which have a greater need of movement than their classmates at several occassions. During their career the teachers have found several different strategies to help and support these pupils. In the discussion of this study we discovered the importance of the teachers ability to approach and individualize teaching situations towards the pupils who have great needs of movement.</p>

Im Projekt „Weiterentwicklung und Optimierung von Be- und Entladesystemen für Tank- und Erdbeckenspeicher“ des Forschungsprogramms „Solarthermie 2000plus“ wurden von 2004 bis 2008 unterschiedliche Konstruktionen zur Be- und Entladung thermischer Speicher experimentell und mit Hilfe von Simulationsrechnungen untersucht. Wesentliche Ziele dieses Projektes waren: - die Systematisierung und Analyse bestehender Konstruktionen, - die Weiterentwicklung und Optimierung von Be- und Entladesystemen, - die Ableitung von Richtlinien für Planung und Auslegung, - die Untersuchung der Übertragbarkeit vom Experiment auf Mittel- und Großspeicher sowie - die Einbindung von Industriepartnern (Kooperation und Praxistests). Das Projekt wurde an der Technischen Universität Chemnitz in Zusammenarbeit mit dem Projektpartner Technische Universität Ilmenau durchgeführt. Die Ergebnisse der Untersuchungen und die gewonnenen Erkenntnisse werden im Bericht detailliert erläutert.

Nemokumas bendrai suprantamas kaip finansinio arba turto balanso nepakankamumas t. y. kaip negalėjimas susimokėti skolų suėjus jų grąžinimo terminui ir/arba kai skolininko įsipareigojimai viršija visą jo turimą turtą. Nors nemokumas yra be galo dažnai vartojama kategorija, tiek Lietuvos, tiek daugelio užsienio valstybių teisėje nėra įtvirtintos vienareikšmės nemokumo sampratos. Toks vieningos nemokumo sampratos nebuvimas lemia teisinį neaiškumą bei komplikuoja subjektų susiduriančių su finansiniais sunkumais padėtį. Šiame magistro darbe analizuojama nemokumo instituto samprata Lietuvos bei užsienio valstybių teisėje. Pirmiausia nemokumas analizuojamas kaip bendrinė ir teisinė kategorija. Aptariama nemokumo sampratos istorija, nemokumui būdingi bruožai, įvardijami nemokumo ir panašių teisinių santykių, tame tarpe ir bankroto skirtumai. Antroje dalyje analizuojama nemokumo kaip pagrindo nemokumo procedūroms pradėti samprata Lietuvos teisėje. Trečioje darbo dalyje lyginami atskirų užsienio valstybių nemokumo sampratos teisiniai aspektai. Galiausiai suformuluojamos pagrindinės darbo išvados bei pateikiami siūlymai kaip būtų galima pagerinti esamą nemokumo sampratos teisinį reguliavimą bei išspręsti iš jo kylančias praktines problemas. / Insolvency is generally defined as a cash flow or balance sheet insufficiency, i.e. inability to pay one’s debts as they fall due and/or when liabilities exceed debts. Even though the term of insolvency is used very often in the law of Lithuania and other countries, there is no unanimous understanding of this notion. This results in legal uncertainty and severely complicates situation of those who are facing financial difficulties. The notion of insolvency in the legal system of Lithuania and other countries is analyzed in this master thesis. Firstly, the notion of insolvency is analyzed as an appellative and legal category. In this part the history of insolvency, main features, differences from similar notions including bankruptcy are discussed. In the second part of the thesis, notion of insolvency as a legal basis for insolvency procedures in Lithuania is analyzed. In the third part, legal aspects of the notion of insolvency in different countries are compared. Finally, conclusions and suggestions are formulated aiming to improve the existing situation and provide guidelines for solving practical problems.

To-date relatively little research has explored the perceptions that influence young peoples' interest in policing as a career. This study examined if perceptions of policing are interconnected with desire to be an officer. Overall, the results were inconclusive; however, it was determined that young people interested in a policing career hold moderately accurate perceptions of policing with regards to the application and hiring process, officer salary, the daily tasks performed by officers, and issues of gender. But, these young people have a limited understanding of longstanding issues of race/ethnic discrimination within policing. The implications of this research undertaking for policing organizations and academics are discussed.

Le béryllium (Be) est un métal dont les propriétés physiques et mécaniques sont très recherchées, notamment dans les secteurs spatial, énergétique et électronique. Les principaux effets associés à l’exposition au Be sont la sensibilisation et la bérylliose chronique. La prévalence des effets associés au Be suggère que les risques sont, entre autres, fonction de sa spéciation. Par ailleurs, il semble que les particules fines constituent la fraction d’intérêt pour l’occurrence de tels effets. Dans cette étude nous avons vérifié l’hypothèse que la forme chimique et la taille des particules du Be jouent un rôle majeur au niveau de la toxicité et de l’apparition d’effets spécifiques à une exposition au Be. Les effets spécifiques se traduisent, entre autres, par la formation de granulomes inflammatoires pulmonaire, par la prolifération de lymphocytes TCD4+ et la production de cytokines de type Th1. Pour chacune des trois formes chimiques visées par la présente étude (le Be métallique ou Be, l’oxyde de Be ou BeO et l’alliage Be aluminium ou BeAl), la toxicité a été évaluée à la suite d’une exposition subchronique par inhalation oro-nasale à des particules fines (F) et totales (T). À cette fin, un modèle animal (souris) a été utilisé. Au total, 245 souris ont été utilisées. Elles ont été subdivisées en sept groupes de 35 souris. Un groupe a servi de contrôle, alors que chacun des six autres a été exposé soit à des particules fines soit à des particules totales, pour chacune des trois formes chimiques de Be (Be-F, Be-T, BeO-F, BeO-T, BeAl-F, BeAl-T). La durée d’exposition pour chacun des groupes s’est étendue sur 3 semaines, 5 jours par semaine, 6 heures par jour. Le niveau d’exposition des souris était de 250 µg/m3. L‘urine des souris a été recueillie avant et durant l’exposition. Au moment du sacrifice, plusieurs tissus (poumon, rate, foie et reins) ainsi que des échantillons de sang ont été prélevés puis immédiatement congelés jusqu’à leur analyse pour la détermination de leur teneur en Be. De plus, certains poumons et rates ont été analysés pour l’évaluation de la sensibilité immunologique et de l'inflammation pulmonaire. Cette étude d’exposition subchronique est la première étude murine qui étudie les effets toxiques de différentes tailles particulaires sur les changements pathologique et immunologique similaires à ceux observés chez l’humain. Cette étude a permis de constater qu’il existait des différences importantes au niveau de la toxicité du Be d’après les différentes tailles particulaires à l’étude. Ces différences seraient reliées au dépôt des particules de Be dans les voies respiratoires et également à la capacité des voies respiratoires à les éliminer totalement ou partiellement. La clairance respiratoire est fonction, notamment, du site de déposition et du caractère soluble ou non des particules. Cette recherche aura également permis de démontrer que les souris C3H/HeJ représentent un bon modèle pour l’étude des effets toxicologiques et immunologiques d’une exposition au Be. De plus, nos résultats démontrent que la sévérité des lésions pulmonaires causées par le Be, tel que l’infiltration interstitielle de lymphocytes et la formation de granulomes non-caséeux, augmente avec le temps de résidence pulmonaire des particules de Be. Combinés à d’autres résultats, nos résultats contribueront à guider les actions de prévention relativement à l’exposition au Be, incluant éventuellement la révision de la valeur limite de l’exposition et possiblement l’établissement de valeurs limites en fonction de la forme chimique et de la taille des particules. / Beryllium (Be) is a metal with physical and mechanical properties and is used extensively in the aerospace, energy, and electronics industries. The main effects associated with Be exposure are sensitization and chronic beryllium disease. The prevalence of the effects associated with Be suggests that the risks are function of its speciation. Futhermore, it appears that the fine particles constitute the fraction of interest for the occurrence of such effects. In this study we verified the hypothesis that the chemical form and the particle size of Be play a major role in the level of the toxicity and in the appearance of specific effects in an exposure to Be. The specific effects are translated, among others, by the formation of inflammatory granulomes, by the proliferation of lymphocytes TCD4 + and the production of type Th1's cytokines. For each of the three chemical forms assessed in this research (Be metal or Be, Be oxide or BeO and Be aluminum alloy or BeAl) the toxicity was estimated following an subchronic exposure by nose-only to fine (F) and total (T) particles. An animal model (mouse) was used. Two hundred and forty five mice divided into seven groups of 35 each were used. The first group was used as a control, while the six other groups were exposed to total or fine particles of three different Be species (Be-F, Be-T, BeO-F, BeO-T, BeAl-F, BeAl-T). The duration of exposure for each of the groups was 3 consecutive weeks, 5 days per week and 6 hours per day. The target level of exposure was 250 μg/m3. Urine was collected before and during exposure. At the time of the sacrifice, several tissues (lungs, spleens, livers and kidneys) and blood samples were taken and immediately frozen until their chemical analysis for Be concentrations. Lungs and spleens were also sampled to evaluate the immunological effects and pulmonary inflammation. This study of subchronic exposure is the first murine study to examine the toxic effects of various particle sizes for similar pathological and immunological changes to those observed in a human being. This study allowed for the identification of important differences in the level of the toxicity of Be according to the various particles sizes. These differences are connected to the deposit of the particles of Be in respiratory tracts and also the capacity of respiratory tracts to eliminate them totally or partially. The respiratory clearance is a function of the site of deposition and of the solubility of the particles. This research has also demonstrated that mouse C3H/HeJ represents a good model for the study of the toxicological and immunological effects of a Be exposure. Furthermore, our results showed that the severity of the lung hurts caused by Be, such as the interstitial infiltration of lymphocytes and the formation of non-caseous granulomes, increases in time by lung residence of Be. Alongside other results, the results of this research will contribute to informing the prevention of Be exposure, including possibly the revision of the limit value and the establishment of a scientifically based threshold according to chemical form and particle size.

Disertacijoje tiriamos negrąžintinių imčių pozicinių statistikų tiesinių kombinacijų (L-statistikų) savybės. Pagrindinis disertacijos uždavinys yra L-statistikų skirstinių normaliosios aproksimacijos patikslinimas trumpaisiais Edgeworth'o skleidiniais. Šių aproksimacijų tikslumui įvertinti disertacijoje naudojamas baigtinių populiacijų simetrinių statistikų Hoeffding'o skleidinys. Pirmame disertacijos skyriuje gautos išreikštinės pirmųjų L-statistikos Hoeffding'o skleidinio narių ir skleidinio liekamųjų narių formulės. Jomis naudojantis, antrame disertacijos skyriuje išspręsti tokie uždaviniai: gautas optimalus imties ekstremaliųjų reikšmių dispersijų viršutinysis įvertis; nustatytos pakankamosios L-statistikų asimptotinio normalumo sąlygos; sukonstruotas trumpasis L-statistikos Edgeworth'o skleidinys ir nustatytos pakankamosios šios aproksimacijos sąlygos. Trečiame disertacijos skyriuje sukonstruoti L-statistikos dispersijos ir Edgeworth'o skleidinio parametrų įvertiniai. Ketvirtame disertacijos skyriuje sukonstruoti ir ištirti Stjudentizuotų ir kartotinių imčių L-statistikų trumpieji Edgeworth'o skleidiniai. / Properties of linear combinations of order statistics (L-statistics), where samples are drawn without replacement, are considered in the thesis. The main object of the thesis is an improvement of the normal approximation to distributions of L-statistics by one-term Edgeworth expansions. An accuracy of these approximations is estimated using the Hoeffding decomposition of finite population symmetric statistics. In the first chapter of the thesis, explicit expressions of the first terms and remainder terms of the Hoeffding decomposition of L-statistics are obtained. The main applications of the decomposition are given in the second chapter: the optimal upper bound for variances of the sample minimum and maximum is obtained; sufficient conditions for the asymptotic normality of L-statistics are established; the one-term Edgeworth expansion for L-statistics is constructed and sufficient conditions for the validity of this approximation are obtained. In the third chapter, estimators of the variance and parameters that define the Edgeworth expansion of an L-statistic are constructed. In the fourth chapter, a one-term Edgeworth expansion for a Studentized L-statistic and empirical Edgeworth expansions are constructed and analyzed.

Darbo objektas: kineziterapijos poveikis. Darbo tikslas: Nustatyti šlaunies raumenų jėgos, apimties ir judesių amplitudės pokyčius, taikant kineziterapiją, patyrus šlaunikaulio lūžį su poslinkiu ir be jo. Darbo uždaviniai: 1. Nustatyti ir palyginti šlaunies raumenų jėgą, patyrus šlaunikaulio lūžį su poslinkiu ir be jo, po 24 dienų kineziterapijos. 2. Nustatyti ir palyginti klubo sąnario judesių amplitudę, patyrus šlaunikaulio lūžį su poslinkiu ir be jo, prieš kineziterapiją, po 12 ir 24 dienų kineziterapijos. 3. Nustatyti ir palyginti šlaunies raumenų apimtį ir skausmą, patyrus šlaunikaulio lūžį su poslinkiu ir be jo, prieš kineziterapiją, po 12 ir 24 dienų kineziterapijos. 4. Įvertinti judėjimo funkciją ir savarankiškumą, patyrus šlaunikaulio lūžį su poslinkiu ir be jo, prieš kineziterapiją, po 12 ir 24 dienų kineziterapijos. Išvados: 1. 24 dienų kineziterapija turėjo teigiamą poveikį šlaunies raumenų jėgai patyrus šlaunikaulio lūžį su poslinkiu ir be jo. 2. 24 dienų kineziterapija turėjo teigiamą poveikį šlaunies lenkimo amplitudei patyrus šlaunikaulio lūžį su poslinkiu ir be jo. Patyrus šlaunikaulio lūžį be poslinkio, po kineziterapijos šlaunies lenkimo amplitudė buvo didesnė. 3. 24 dienų kineziterapija neturėjo reikšmingo poveikio šlaunies apimčiai ir skausmui patyrus šlaunikaulio lūžį su poslinkiu ir be jo. 4. 24 dienų kineziterapija neturėjo reikšmingo poveikio funkciniui mobilumui ir savarankiškumui patyrus šlaunikaulio lūžį su poslinkiu ir be jo. / The Object: effects of physiotherapy. Aim of study: To determine thigh muscle strength and circumferences, hip amplitude of the movements changes in patients after femur fractures with and without displacement using physiotherapy. Goals of study: 1. To determine and compare thigh muscle strenght after femur fracture with and without displacement after 24 days of physiotherapy. 2. To determine and compare hip amplitude of the movements after femur fracture with and without displacement before physiotherapy, after 12 and 24 days of physiotherapy. 3. To determine and compare thigh circumferences and pain after femur fracture with and without displacement before physiotherapy, after 12 and 24 days of physiotherapy. 4. To assess movement mobility and independence after femur fracture with and without displacement before physiotherapy, after 12 and 24 days of physiotherapy. Conclusions: 1. 24 days of physiotherapy had a positive effect on thigh muscle strength suffered femur fracture with and without displacement. 2. 24 days of physiotherapy had a positive effect on thigh flexion amplitude suffered femur fracture with and without displacement. Suffered femur fracture without displacement, the thigh flexion amplitude was higher after physiotherapy. 3. 24 days of physiotherapy hadn’t significant effect on thigh circumferences and pain suffered femur fracture with and without displacement. 4. 24 days of physiotherapy hadn‘t significant effect on movement mobility and... [to full text]

Made available in DSpace on 2016-06-02T19:35:28Z (GMT). No. of bitstreams: 1 TeseMDL.pdf: 1532558 bytes, checksum: c14d186c53d86bd0224da3c79b36e14a (MD5) Previous issue date: 2006-03-24 / Contrary to what is known as process-product researches, in which teachers used to be seen as a mere technical performer, nowadays the teacher is the centerpiece in the educational process. In this new approach, the teacher is the core of the debates and professional practices, personal life and know-how of the professional practices are analysed. Lee Shulman is one of the researchers who tries to make a list of required knowledge for a teacher to carry out his/her job. This list is referred to as knowledge base of teaching by the author, which is formed, mainly, by content knowledge, general pedagogical knowledge and pedagogical content knowledge. As one of the sources to acquire such knowledge is the everyday practice, we have asked in which aspects and how a veteran teacher and a teacher-to-be, working together in their development process, and having a training teacher as mediator, can share the required knowledge in teaching. Two professionals graduated in Education and the researcher, in the role of mediator, took part in this study. One of the professionals, referred to as teacher-to-be, had no classroom practice; the other, referred to as veteran teacher, had an eighteen-year-long experience. Data was gathered from August through December 2003. The focal point was the elaboration, implementation and reflection about a series of five classes taught to early grades in Elementary School, the subject being air . The focus was the knowledge that is part of the knowledge base of teaching pointed out by Shulman. Results showed that the teacher-to-be faced the same difficulties and experienced similar tensions and anxiety as her veteran peer when at the beginning of her career. However, after years of practice, the veteran teacher seemed to have solid techniques or strategies on how to deal with students, differently from the teacher-to-be, who still tried to build them up by a process of trial and error. The greatest interaction between them was about the general pedagogical knowledge , when they talked about strategies to control students discipline, their characteristics and their behavior during classes. Both presented an important lack of content knowledge , which made it difficult for them to understand each other when that was the point. They had different motivation concerning the focus of analyses of the classes and about what they wanted to learn: the teacher-to-be focused on her own performance while the veteran teacher looked at the learning process by the students. Such fact might show that, instead of helping the development process, the longer the practice the more difficult for the peers to interact since the teachers interests could be different. Accepting an opinion or idea from a peer seems to be tied more to private characteristics of those involved. Contrary to what was expected, i.e., that the teacher-to-be could learn more about how to teach from the veteran teacher, there was learning by both professionals and an improvement in their knowledge base of teaching . / Em contraposição às pesquisas em que o docente era visto como mero executor técnico, chamadas pesquisas processo-produto , atualmente ele é peça fundamental no processo educativo. Neste novo enfoque, o professor ocupa o centro dos debates, tendo como análise suas práticas profissionais, sua vida pessoal e os saberes de sua prática profissional. Lee Shulman é um dos pesquisadores que busca apontar um rol de conhecimentos necessários para que o professor exerça sua atividade. A este conjunto de conhecimentos, o autor designou base de conhecimento para o ensino , que se constitui principalmente, pelo conhecimento do conteúdo específico, conhecimentos pedagógico geral e conhecimento pedagógico do conteúdo. Como uma das fontes de aprendizagem de tais conhecimentos é a prática cotidiana, questionamos em que e de que forma, um professor atuante e um aspirante, trabalhando conjuntamente em seu processo de formação, contribuem entre si na construção de conhecimentos necessários para o ensino, tendo como mediador a participação de um professor formador? Participaram desta pesquisa duas licenciandas de um curso de Pedagogia e o pesquisador, assumindo o papel de mediador. Uma delas, denominada professora aspirante , não possuía nenhuma experiência docente; a outra, denominada professora atuante , atuava como docente há 18 anos. A coleta de dados ocorreu durante o 2o. semestre de 2003 e teve como eixo norteador a elaboração/implementação/reflexão sobre um conjunto de cinco aulas dedicadas às séries iniciais do Ensino Fundamental acerca do tema ar . Tomou-se como eixo central de análise os conhecimentos constituintes da base de conhecimentos para o ensino , apontada por Shulman. Resultados mostraram que a professora aspirante enfrentou as mesmas dificuldades e vivenciou semelhantes tensões e angústias que sua colega experiente, quando no início da carreira. Porém, a professora atuante, após anos de prática, parecia possuir esquemas ou estratégias consolidadas a respeito de como lidar com os alunos, diferentemente da professora aspirante, que ainda buscava construí-los num processo de tentativa e erro. A maior interação entre elas ocorreu acerca dos conhecimentos pedagógicos gerais, quando comentavam sobre estratégias de controle da indisciplina dos alunos, suas características e comportamentos durante as aulas. Ambas apresentaram uma significativa carência referente ao conhecimento do conteúdo específico, o que dificultou a interação entre elas quando se tratava deste aspecto. Possuíam motivações diferentes quanto ao foco de análise das aulas e acerca do que buscavam aprender: a aspirante focava em sua própria performance e a atuante, na aprendizagem de seus alunos. Tal dado pode ser indício de que níveis de experiência distintos podem dificultar o processo de interação entre os pares, ao invés de ser um aliado na formação, pois os interesses dos docentes podem ser diferentes. Acolher uma opinião ou idéia de um par parece estar mais atrelada a fatores intrínsecos de quem se propõe a realizá-la. Contrariamente ao esperado, ou seja, de que a professora aspirante pudesse aprender mais sobre como ensinar com seu par experiente, houve aprendizagem de ambas as partes e uma ampliação em suas bases de conhecimentos para o ensino .